Interdisciplinary, Cognitive and Affective
Connections through Visual Tools Adapted to
Interactive Multimedia
Overview of Literature Review:
Thinking Maps�
are visual tools which assist learners in constructing
knowledge through the use of a visual language. The
language is grounded in research in both cognition
and visual tools (Ausubel, 1963; Hyerle,
1995, 1996; Costa 1985; Lakoff, 1987; Novak & Gowin, 1984;
Upton & Samson, 1960; Bruer, 1995).
The current investigation:
The Thinking Maps� visual language primitives were
developed by David Hyerle for delivery by a teacher. Can
these thinking tools be effective, efficient, and appealing
when instruction is delivered to the learner through a
interactive multimedia?
Many learners enrolled in public schools today come
from home and community environments which provide neither
the experiences, nor the role models, for learners to develop
meaningful schema necessary to proccess and appreciate
classically interpreted song literature. The Goals 2000:
Educate America Act proposes that "American students
will be competent in all core academic subjects."
(United States Department of Education, 1994a, p. 5)
The Department explains that "Funds available through
GOALS 2000 will facilitate the development and implementation
of high standards for students in math, English, history,
geography, foreign languages, and the arts." (1994b)
Without a schematic foundation, it is highly improbable that our
young people will become culturally enlightened citizens. That is,
they will not be enabled to respond: to value, conceptualize and
organize a value system which includes this subtle art form.
To become culturally enlightened role models, our learners must
move through a developmental heirarchy. Can an upper elementary
or middle school learner construct schemata for the sound and
subtlety of the classical art song given instruction through
interactive technologies?
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